This sample policy can be used to create a
mathematics policy tailored to suit your school.

Croydon School Primary School

Mathematics Policy

Introduction

This
document is a statement of the aims, principles, and strategies for the
teaching of mathematics at Croydon School Primary School. It was written
in the Summer of 2001, for consultation with staff and Governors in the
Autumn Term 2001.

This
policy will be reviewed in the Spring of 2003.

Mathematics

"
Mathematics equips pupils with a uniquely powerful set of tools to
understand and change the world. These tools include logical reasoning,
problem-solving skills, and the ability to think in abstract ways".

(Mathematics,
The National Curriculum for England 1999)

Numeracy

Numeracy
is a proficiency which involves confidence and competence with numbers
and measures. It requires an understanding of the number system, a
repertoire of computational skills and an ability to solve number
problems in a variety of contexts.

At
Croydon School Primary School, numeracy and mathematics are closely
integrated with children developing a proficiency in numeracy through
the wider contexts of mathematics.

Aims

At
Croydon School Primary School our aims for the teaching and learning of
mathematics are founded on a belief that ALL children should enjoy
equality of access to the provision of a high quality curriculum that
will:

·extend
each child to his or her fullest potential, building on previous
experiences and recognising individual capabilities.

·enable
children to achieve a high standard in numeracy and a range of other
mathematical skills andapply
these skills with confidence and understanding when solving problems

·foster
interest, confidence and enjoyment in mathematics and inspire children
to appreciate the mathematics of many cultures

·provide
opportunities to apply mathematical learning in everyday situations and
enable children to use and apply their knowledge in the world outside.

·enable
children to have a sense of the size of a number and where it fits in
the number system and know by heart number facts such as number bonds,
multiplication facts, doubles, and halves.

·enable
children to;

(i)calculate accurately and efficiently, both mentally and with
pencil and paper, drawing on a range of calculation strategies and
understanding of the required operations,

(ii)
recognisewhere it is appropriate to use a calculator, and be able to
do so effectively.

·encourage
children to explain their methods and reasoning and use correct
mathematical terms and to judge whether their answers are reasonable and
have strategies for checking them.

·provide
contextual challenges which span the whole application of mathematics,
including the use of data, geometry and measures.

Organisation:

Children
will be taught mathematics using the structure and planning of the
National Numeracy Strategy.Lesson
objectives are always shared with the class and expectations made clear.

The
daily maths lesson will include:

·A
Mental and Oral Starter:

Warm-up, practise and
recall of skills involving the whole class.

·A
Main Teaching Activity:

Direct
teaching through demonstrating, modelling and discussion. Teachers use a
variety of visual, aural and kinaesthetic resources and mathematical
language during this part of the daily maths lesson. Children
participate actively in activities related to the learning objective.

·A
Plenary:

Reference
is made to the learning objective of the lesson.

All
mathematics lessons are based upon common objectives for the class.
Within each part of the Mathematics lesson, there is suitable
differentiation to meet the needs of the whole class, groups and
individual children, including where appropriate, expectations relevant
to different year groups. Teachers employ a range of strategies to
ensure inclusion. See Appendix

Planning:

Long
term planning is provided by the Framework for Teaching Mathematics.

Medium
term planning follows the guidance and pacing suggested within the
strategy.

Short
term planning is completed weekly and includes teaching and learning
activities, differentiation, focus support and vocabulary. Short term
planning is led by key questions.

A
system of highlighting successfully covered and partially covered
objectives allows for clarity of coverage and is passed from teacher to
teacher.

Plans
are monitored by the mathematics co-ordinator in conjunction with
samples of work. Feedback is given to teachers.

Assessment:

Children
are actively encouraged to participate in self-assessment of their
progress in mathematics.

·Short
term Assessments take place during lessons as questions and answers, and
the evaluation and marking of children's work. It is assumed children
have achieved the planned objectives. Notes are kept on children who do
not achieve the learning objective on the back of the weekly planning
sheet to inform both short and medium term planning

·Medium
term Assessments: Two days per half term are used for assessing the
progress of children within the units of work covered. These assessments
make use of open ended tasks and probing questions and focus on those
children whose progress has not been clear.Assessments are reviewed termly on the assessment and target
setting sheets and provide a record of the children's progress. Croydon
School Primary School uses Croydon's Assessment and Target Setting
Programme.

·Long
Term Assessments: The assessment sheets provide both formative and
summative assessments and will be passed from class to class from
Reception on.

QCA
Tests for Year 3, 4 and 5.

National
Tests in Year 2 and 6.

RM
Snapshot will be completed termly by all children from the Summer term
in Reception to the Summer Term in Year 6 to assess number

RM
Maths will be used to support the assessment of those children targeted
for intervention.

From
Summer 2001, an analysis of children's achievement in the strands of the
National Numeracy Strategy will be used to inform school focus of short
and long term curriculum targets, INSET and resourcing issues, as well
as to target children for appropriate intervention packages.

At
all levels, assessments are used to inform planning.

Target
Setting:

Where
applicable, targets are set for groups of children with similar
mathematical needs. Each group will have up to 4 targets which are
small, achievable and chosen to directly link with the medium term
planning, The targets are addressed through the rigorous short term
planning of each strand of the National Numeracy Strategy, and supported
through the mental and oral starter sessions for a prolonged period of
time. These targets are reviewed half termly. Children are deemed to
have achieved their targets if they can successfully use and apply the
skills or concepts.

Whole
school mathematics targets will be set depending on the outcomes of the
analysis of long term assessments. Class targets will be reflected in
the medium and long term planning.

Special
Needs:

Cross
reference Special Needs Policy.

Where
children have specific learning difficulties in mathematics, these are
specified on Individual Education Plans. These targets can be taken from
Croydon's Assessment and Target Setting Program and P levels where
necessary.

Appropriate
resources will be purchased and used to support individual needs.Kit bags will be provided for children for whom access to whole
class teaching is disadvantaged. Teaching Assistants will support small
groups or individual children in whole class sessions.

The
structure of the daily maths lesson supports children with Individual
Education Plans related to behaviour.

EAL:

Where appropriate, additional
resources will be supplied to support children in learning the
vocabulary of mathematics and to access the curriculum.

Childrens
Recording:

At
Croydon School Primary School we place great emphasis in our teaching of
mathematics on the importance of discussion and the development of
thinking and reasoning skills. Children will be actively encouraged to
use pictures, diagrams and written methods to support and show their
thinking. This will include the development of jottings, empty number
lines and informal methods on route to the use of compact methods for
addition, multiplication, subtraction and division.

In the foundation stage there
will be no emphasis on recording mathematics but emergent recording will
be valued and children will work towards recognising and reading numbers
and the correct formation of numerals. At this stage, modelling of
simple calculations is done by the teacher. The aim within the
foundation stage is for children to recognise patterns in numbers and be
confident in talking about larger numbers and their relationships with
the need to count, order and problem solve in the real world.

As
children progress through the school they will be encouraged to use a
range of recording formats. In Key Stage One, work will be recorded on
2cm squared paper in exercise books and cm squaredand plain paper in folders. Children will date and title allwork and be encouraged to be neat and organised in layout. As
children progress the range of mathematical paper used will increase and
children will be encouraged to use thinking space within their
work to support mental calculation.

Where
possible, children will be encouraged to record their own calculations
and pre-printed worksheets will be used to ensure that children benefit
from a range of recording types.

We
believe that most mathematics should be based upon the Using and
Applying element of the National Curriculum and children will be taught
to organise their thinking and work systematically. In both longer
investigations and short word problem solving tasks children will be
encouraged to use writing frames for mathematics to help themdevelop these skills, and will be encouraged to answer questions
in full sentences.

Display:

All
classrooms should have mathematics displays which:

-
celebrate children's achievement.

-
ask questions to promote mathematical thinking.

-
contain key vocabulary.

-are
an integral part of teaching

Marking:

Cross
reference Marking Policy.

Cross
Curricular Links:

Information
Communication Technology: It is aimed that teachers will incorporate
I.C.T. whenever possible in mathematics lessons. Strong links will be
made between modelling, controlling and graphics in the I.C.T.
Curriculum.

Mathematics
specific I.C.T. resources will be used in small groups and whole class
teaching sessions whenbeneficial
to supporting the objectives.

Calculators
are seen as a valuable teaching and learning resource to support
children in learning about numbers and operations and also as a
motivational tool to sustain thinking in longer investigations. Teaching
the use of the calculator as a calculating tool is an integral part of
teaching problem solving and calculation in Years Five and Six.

Wherever
possible, skills and concepts learned within mathematics lessons are
followed up and reinforced within all other curriculum areas. These
links are made explicit to the children.

Resources:

Teachers plan from a wide range
of published resources to suit their class needs. These resources are
kept in central storage and support in their use is offered by the
mathematics co-ordinator.

Each
teacher is equipped with a set of teaching resources to support an
emphasis on resource based teaching.

All
classes have a set of basic equipment to support the curriculum.
Specialist equipment is kept in central storage.

Resource
needs are audited annually and purchased in order of priority.

A
variety of representations of the number system should be accessible to
children in every lesson e.g. numerals,0-100 number squares and a variety of other grids, appropriate
numbered and blank number lines and tracks, place value charts and
grids.

Homework

Children
are given one home maths activity per week. There will be planned
progression in the tasks set with the emphasis of parental involvement
and games in KS1 through to longer, more independent tasks by the end of
KS2. Homework set is linked to current teaching. Where children
regularly do not complete homework, this will be followed up during
parents evening.

Parental/
Carer Involvement:

Parents
and carers will be kept informed of children's achievement and
curriculum targets through reports, parent consultation evenings and
through curriculum overviews issued half termly.

Open
days and exhibitions will be held regularly.

Workshops
and information events will be used to support parents and carers in
their understanding of mathematics teaching and disseminating ways to
support children learning mathematics at home. Parental involvement is
seen as crucial to success at school.

The Role of the Co-ordinator

The
mathematics co-ordinator will work closely with staff, SMT and the
Numeracy Governor to plan for and sustain improvement in the teaching
and learning of mathematics. The co-ordinator will:

·Lead
staff development through developing their confidence and expertise with
INSET, staff meetings, supportand
advice.

·Take
the lead in policy development and the production of schemes of work
designed to ensure progression and continuity in mathematics throughout
the school.

·Support
colleagues in their development of detailed work plans and
implementation of the scheme of work and in assessment and record
keeping activities.

·Monitor progress in mathematics and
advise the headteacher on action needed .

·Monitor teaching and learning and
disseminate good practice.

·Take
responsibility for the purchase and organisation of mathematical
resources.

·Keep
up-to-date with developments in mathematics education and disseminate
information to colleagues as appropriate.